Preparing for OFSTED using
Renaissance Place™
Pupils should be taught to read fluently, understand
extended prose (both fiction and non-fiction) and be
encouraged to read for pleasure. Schools should do
everything to promote wider reading. They should
provide library facilities and set ambitious
expectations for reading at home.
National Curriculum framework
Preparing for OFSTED using Renaissance Place
Contents
Overview
2.
Endnotes
6.
What you should do when you hear OFSTED
are coming
4
Empowering educators with Renaissance School
Partnership (RSP)
7.
Whole School Literacy Policy
5.
Nightingale Academy case study
10.
Overview
Throughout the new school inspection framework, OFSTED have raised the importance of seeing literacy
provision in place and improvement in literacy outcomes. This shift in focus means schools need to consider
literacy as a whole school initiative that is integrated into long term planning, rather than looking for quick
fixes or considering it something that is the sole responsibility of the English Department.
The Teachers’ Standardsi clearly explain that all teachers should:
demonstrate an understanding of and take responsibility for promoting high standards of literacy and the correct use of
standard English, whatever the teacher’s specialist subject (Part 1, point 3).
Additionally, a recent report on behalf of the All-Party Parliamentary Group for Education, Overcoming the barriers to literacy,
recommends that secondary schools should develop cross-departmental strategies to improve literacy.ii
Therefore, it is crucial you consider how your school is implementing literacy across the curriculum. Renaissance Learning™ can
help you do this in many ways. To help guide you, below is a summary of some of the areas inspectors are being instructed to
report on and how you may use Renaissance Learning products to help support your schooliii:
Long term planning for literacy, rather than a focus on ‘quick fixes’
• You may wish to use our customised resource (found at the end of this document) to adapt your whole school literacy policy
to include the rationale behind Accelerated Reader™ (AR™) and the expectation of how teachers will use it.
• You may wish to define clear AR literacy goals for your school. Based on extensive research, we suggest: 100% participation,
85% average percentage correct, <10% students at risk and 15 minutes of engaged time per day.
• Next, you may set up half termly reporting periods in Renaissance Place enabling you to pull data from across the year, via
consolidated reports, to monitor student progress.
The performance of particular groups of students (especially those groups who achieve less well currently, those in receipt
of pupil premium and those eligible for the Year 7 catch-up funding) and the literacy provision and outcomes that result
• You may wish to assign characteristics to your students in order to pull reports for OFSTED on those groups who typically
achieve less well in your school. Inspectors will wish to see how well those who are in receipt of the pupil premium are
progressing and if gaps are closing with other students who do not receive the funding. The same is true of students in Year 7
who are in receipt of the literacy catch-up funding
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Preparing for OFSTED using Renaissance Place
Head teachers and senior leaders give active, consistent and sustained support. Specialist knowledge is used to support
individual departments and teachers.
• The Accelerated Reader coordinator should organise and document any training done. This may include remote sessions
purchased with renewal or Customer Workshops attended.
• Opportunities for best practice to be observed by underperforming teachers should be identified and arranged by the
Accelerated Reader Coordinator.
A case is made for literacy in all subjects: literacy teaching and the application of literacy skills as a focus across the school
and of the different subjects
• You may wish to encourage all teachers to use our public search domain, AR Book Finder (www.arbookfind.co.uk), to create
lists of extended reading for their subjects. In the Advanced Search tab, teachers can search for their subject and narrow the
results by topic, interest level, fiction and non-fiction and ZPD range.
Teachers identify effective practice in different areas of the curriculum and learn from each other
• Specialist knowledge is shared out: all AR training should be cascaded down.
Practical ideas are emphasised that teachers can use in longer term plans and schemes of work
• You may wish to make AR links in schemes of work. If you are studying a text, ensure all the AR details are written in the
scheme of work. Teachers can then tie in the AR Reading Practice Quiz and, if applicable, the Vocabulary Skills Quiz and
Literacy Skills Quiz.
Effective use is made of the library and librarian
• The librarian should have an active role in your Accelerated Reader programme. The librarian should be regularly promoting
competitions, checking up on students to ensure they are reading within their ZPD and redirecting those who are not. He or
she should be encouraging student voice in the programme and ensuring new books are regularly added to the collection.
• The library should be regularly updated addressing any deficits you may have in your collection. You can identify these deficits
from your STAR Reading results.
• The librarian should regularly analyse library usage if using a Library Management System.
Senior leaders keep a close eye on developments through systematic monitoring and evaluation
• Data team meetings should be regularly occurring around your AR data.
• You may wish to use the Progress Monitoring Tools in STAR Reading™ to track any other literacy interventions taking place.
Provision [is provided] that is measurable in both educational data and other indicators over time
• You may wish to use a Duolog Reading Programme or other supportive literacy programmes that are then trackable by using
the Progress Monitoring Tools in STAR.
• Teachers may use the ATOS analyser to ensure that all material being used is accessible and appropriate for the students.
The school has a comprehensive policy on the teaching and application of literacy skills within all subjects
• You may wish to use our customisable literacy policy supplement to help define your expectations for literacy across the school.
3
Preparing for OFSTED using Renaissance Place
What you should do when you hear OFSTED are coming:
OFSTED Preparation:
1. Ensure Status of the Class Record and Diagnostic Reports are available from each teacher for OFSTED to see.
2. Print your STAR Test Record Report, customising dates to show last year as well. This provides a full record of every reading
test for each student.
3. Print your STAR Growth Report. Use this to show comparison between two testing periods. Look at how much, as an average,
the class have changed in scaled score points, reading ages and percentile rank. Look at how much progress each class has
made. The students’ progress and months of usage should match up. E.g. If you have used AR for 3 months, you are looking
to see your students make a minimum of 3 months progress in reading age to keep up, or more than 3 months for
accelerated progress.
4. For students who have not made enough progress:
a. Run the STAR Diagnostic report and look at the time spent. Choose one student’s Diagnostic Reports for whole year to
compare time spent on each test. This example will help explain cases where STAR results may have declined for a
student if they rushed through some of their tests.
b. Customise the AR Diagnostic Report to the same date period as between two STAR tests. Did students meet an 85%
average in this period? Therefore, have they completed high quality reading practice in order to achieve growth by the
next STAR test?
5. Run your Growth Report again using characteristics to be able to tell OFSTED how your ‘at risk’ students are performing.
OFSTED are currently very interested in schools reporting on progress of the following:
i. Free School Meals
v. SEN
ii. Pupil Premium
vi. EAL
iii. Looked After Children
vii. Gender
iv. Children from Service Families
6. Consolidated Reports are very good for showing progress to OFSTED. Print off Consolidated Reports at least half-termly to
show how you track progress and have data driven planning taking place.
7. Write up the next steps you will take in order to show you are responding to the data and making informed decisions about
long term and short term planning.
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Preparing for OFSTED using Renaissance Place
Whole School Literacy Policy
Supplement
Rationale of Accelerated Reader (AR) and STAR Reading™:
Reading, writing and maths are the necessary foundations on which all additional learning must be built. This policy aims to help
teachers to improve children’s futures by flourishing academically and developing a lifetime of learning.
We recognise that every child is unique. Children learn in different ways and at their own individual pace. Our literacy policy is
designed around this premise, enabling teachers to evaluate a child’s attainment and then tailor their learning programme
accordingly. We make sure that every child can experience accelerated learning in an environment that is safe and nonthreatening, fostering successful practice working towards learning objectives and longer-term goals.
About Accelerated Reader
Accelerated Reader (AR) is the world’s most popular reading management software. Used in thousands of schools across the UK,
AR helps teachers to monitor students’ regular reading practice. It gives teachers the information they need to ensure that
students are habitually reading and understanding the books that will best develop their reading skills.
How Accelerated Reader works
A student’s reading level is determined by a STAR Reading assessment. This is a computer-adaptive test that takes approximately
10 minutes to complete. It gives rise to the student’s Zone of Proximal Development (ZPD), which is the ideal range of text
complexity for that student. Students achieve the most significant gains in reading skills when they read books that are neither so
easy as to be unchallenging nor so hard as to be frustrating.
AR Book Levels are determined with the ATOS readability formula, which measures the complexity of the text of an entire book.
The formula takes into account the average sentence length, average word length, the difficulty of the words used and the total
number of words in the book.
Using Book Levels and their reading range as a guide, the student then chooses books that interest them and reads them. A free
online book-searching tool AR BookFinder allows students, teachers and parents to find interesting books at the appropriate level.
After finishing a book, students take an online Reading Practice quiz within AR. These quizzes check that the student has
understood the book and provides an opportunity to praise the student and give verbal or written feedback.
The Home Connect feature notifies parents and guardians when the student has taken quizzes and allows them to monitor progress from home.
Over 25,000 quizzes are available with AR; approximately 2500 are added every year. In addition to Reading Practice Quizzes, many
high-frequency texts also have Vocabulary Practice Quizzes and Literacy Skills Quizzes, which test 24 higher-order thinking skills.
Students can take AR quizzes in school using a computer, iPhone, iPad, iTouch or NEO 2.
Comprehensive reports allow teachers and senior leaders to monitor students’ progress and to determine the effectiveness of
intervention. The reports flag students who are at risk of falling below benchmark levels of attainment and enable teachers to
determine what steps are necessary to improve their attainment. This ongoing monitoring of reading practice, combined with
periodic STAR assessments, provides teachers with valuable data to inform their instruction and gives students a persistent
motivation to make progress with their reading.
Within your school’s literacy policy, you may wish to comment on:
• What you believe makes a good reader
• Your school’s stance on: guided reading; reading to students; listening to students read and sharing complete novels.
• The range of texts your students are exposed to both within the curriculum and within the library.
• You school’s expectations of the implementation AR and STAR reading from: SLT, teachers, those in charge of pastoral care,
the librarian and support staff.
• How you are using Renaissance Place™ as the foundation and measurement tool for your other literacy programmes.
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Preparing for OFSTED using Renaissance Place
Endnotes
Teachers’ Standards, Department for Education,
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/208682/Teachers__Standards_2013.pdf.
Accessed 10 February 2014.
i
Report of the Inquiry into Overcoming the Barriers to Literacy, All-Party Parliamentary Group for Education,
http://www.educationengland.org.uk/documents/pdfs/2011-appge-literacy-report.pdf.
Accessed 10 February 2014.
ii
Improving literacy in secondary schools: a shared responsibility, Ofsted,
http://www.ofsted.gov.uk/resources/improving-literacy-secondary-schools-shared-responsibility.
Accessed 10 February 2014. Pages 5-6.
iii
Reading, Writing and Communication (literacy), Ofsted,
http://www.ofsted.gov.uk/resources/reading-writing-and-communication-literacy.
Accessed 10 February 2014. pp. 25, 36 and 41.
iii
Preparing for OFSTED using Renaissance Place
For Ofsted
We recommend providing your Ofsted inspector(s) with a copy of this page.
STAR Assessment are used for screening, progress monitoring and diagnostic assessment in reading, maths and early
literacy. They are computer-adaptive, efficiently determining students’ attainment level in much less time than classic
paper-based tests. The assessments have been proven as valid and reliable, correlating strongly with other tests.
STAR Reading assesses 41 skills in critical early literacy domains for emergent readers. Tests can be completed in as little as 10
minutes without assistance from a teacher. Tests can be repeated as often as weekly for progress monitoring, and used as a
diagnostic tool for older struggling readers.
STAR Reading assesses attainment in reading and comprehension across all school years. STAR Reading provides nationally
norm-referenced reading scores. Tests are typically completed in less than 20 minutes, and can be repeated as often as weekly for
progress monitoring.
STAR Maths assesses attainment in mathematics across all school years. STAR Maths provides nationally norm-referenced scores
and criterion-referenced evaluations of skill levels. Tests are typically completed in less than 20 minutes, and can be repeated as
often as weekly for progress monitoring.
How STAR works
STAR Assessments are computer-adaptive tests. STAR delivers an initial test item from a bank of several thousand questions based
on a student’s estimated attainment level. As students answer questions correctly, the difficulty of the subsequent questions
increases. Conversely, as they answer them incorrectly, the difficulty decreases. By continually adjusting the difficulty of the
questions, the software determines an increasingly accurate assessment of a student’s attainment level. In this way, the software
dynamically adapts the test to each individual student’s attainment.
Learning Progressions
STAR Assessments have been built around learning progressions, which have been developed by the National Foundations for
Educational Research (NFER). The learning progressions take the skills of the national curriculum and arrange them into domains
and skill areas, plotted as a map of the skills students need to learn in the order in which they are typically learned. Every skill
located along the learning progression is linked to a scale, against which every item in STAR is mapped. Renaissance Learning has
pioneered the empirical validation of learning progressions, proving the correlation between the skills of the curriculum and the
items in the STAR tests. STAR Assessments are therefore able to identify not only the skills students have mastered, but also any
prerequisite skills that are missing and the skills they are ready to learn next.
Reporting
Comprehensive reports allow teachers and senior leaders to monitor students’ progress and to determine the effectiveness of
intervention. In STAR Reading and STAR Maths, reports flag students who are at risk of falling below benchmark levels of
attainment and enable students to determine the steps necessary to improve their attainment. Skills-based reports inform
instructional planning on an individual or group level, bridging the gap between assessment and learning.
More information
Full details about the research foundation for the STAR Assessments can be found in the following booklet:
http://www.renlearn.co.uk/science-of-star
Empowering educators with Renaissance
School Partnership (RSP)
Maximise your implementation of Accelerated Reader
(AR) with dedicated programme management from
Renaissance School Partnership
Renaissance School Partnership (RSP) is a professional services programme that links your school
with a dedicated programme manager in order to implement Accelerated Reader (AR) and STAR
Reading most effectively. The programme has a multi-faceted approach, tailored to meet each
individual school’s expectations and needs.
Programme management
A dedicated programme manager works directly with the AR project team in your school to guide the
implementation of AR and establish best practices across the school.
This involves a bespoke programme schedule designed specifically for your school, taking into account your required goals and
areas for greatest potential in student growth. The programme manager monitors implementation remotely, collecting and
tracking data every week and providing updates to the senior leadership team and AR core team. Detailed half-termly reports give
more analysis of progress and recommended next steps. A final report records the change in every measurement of success over
the course of the year, analyses the data, and provides suggestions for future success with AR.
“We have been lucky enough to work with fantastic and helpful staff at Renaissance Learning.
I would recommend RSP as a great way to get personalised help for your school about how
to develop AR and a positive reading culture in general.”
Kristina Fleuty, LRC Manager, New Rickstones Academy
7
Introduction to Renaissance School Partnership
Training
Extensive training is provided to ensure that your core team has an implicit understanding of best practices
and data analysis.
This is formed of seven on-site consulting days, each tailored towards and timed in accordance with your school’s needs. These
days can include training and support, learning walks and meetings with the core team to review data. In addition, RSP schools
have unlimited access to remote training sessions and phone and email support from the programme manager as required.
Specific areas of concern, such as the range of library stock available to students, are identified and addressed.
Reading culture
In addition to training and data handling, Renaissance School Partnership (RSP) gives schools access to
resources that help to establish and develop a reading culture.
RSP programme managers have a background in teaching and experience of fostering a love of reading and genuine enthusiasm
for books. They develop resources that can be adapted to your school’s particular needs and linked to existing initiatives like
World Book Day or the CILIP Carnegie shadowing scheme. They provide advice and support for establishing student voice in book
selection and library display, as well as hosting special events exclusively for RSP schools.
Sample resources
Programme managers develop custom resources that meet RSP schools’ specific needs, providing training
where necessary and making them available to other RSP schools as requested.
These resources are tailored to the school’s circumstances, addressing particular concerns that have been identified by the
programme manager and project team. They can be used to support specific intervention strategies or overcome obstacles to
progress. Resources created for RSP have included a targeted project for improving vocabulary acquisition, which had been
identified as a weakness among struggling students at a particular school. Another school received feedback from Ofsted
suggesting that students were given opportunities to respond to Accelerated Reader (AR) targets; the programme manager
developed a resource to meet that need, which is now in use in several RSP schools.
Half-termly reports
Weekly book recommendation
In addition to weekly data
monitoring, a comprehensive
half-termly report identifies
strengths and weaknesses and
makes recommendations for the
next steps to take.
Programme managers identify
popular books and new releases
for promotion within the library
each week.
Preparing for OFSTED
World Book Day resource pack
This guide gives schools
everything they need to know
for using AR and STAR data to
prepare for an inspection of
literacy and what to do when the
call comes in.
RSP helps to develop a wholeschool reading culture by
providing additional support
and resources for initiatives
like World Book Day and the
Carnegie Shadowing scheme.
Introduction to Renaissance School Partnership
The RSP Core Team
RSP programme managers have extensive experience working in schools and managing the
implementation of Accelerated Reader. They work closely with the core team, a group of committed
members of staff who are confident in providing guidance and support to other staff. The ideal core team
will be varied in role within the school.
Project Manager: Directly oversees the AR classes; reviews data and rolls out interventions; communicates with the year
leaders and heads of departments; sets up opportunities to hold teachers accountable for progress.
Assistant Project Manager: Assists with managing the data; helps set targets for the students; organises events; has
responsibility for ensuring all teachers see their groups’ data weekly.
Member of SLT: Overall line manager of the project; liaises with the project manager, the AR programme manager and head
teacher; holds teachers accountable for progress; ensures the programme received necessary support and budget.
Librarian: Ensures the library is accessible to all students; organises activities to promote reading; keeps library stocked and
displays up-to-date; oversees the student committee.
“There is clear quantitative evidence of a huge improvement in engagement and in attitudes
towards reading and writing. The percentage of students saying that they enjoy reading very
much or quite a lot increased from 47% to 72% over the year. The number reading outside
class every day or almost every day doubled, from 25% to 50%. In 2012, 53% of students
identified as being a reader, and a year later that had risen to 87%.”
Jan Evans, Deputy Head Teacher, Kingsmead School
“Since joining the Renaissance School Partnership (RSP) programme, we have seen an
improvement in every metric we measure using AR and STAR.”
Joanne Ballard, Reading and Literacy Co-ordinator, Clacton Coastal Academy
To apply for the 2014-15 school year, contact
the Renaissance School Partnership team on
020 7184 4040, or visit renlearn.co.uk/rsp
9
Renaissance School Partnership case study: Nightingale Academy, north London
“RSP has proved an effective way to embed AR
throughout the Academy”
Nightingale
Academy
Edmonton,
North London
Nightingale Academy is a
medium-sized school for 11-18
year-olds near Edmonton,
North London.
Accelerated ReaderTM (ARTM) was originally implemented at Nightingale as a tool to
support the variety of complex needs of the students at the Academy. Nearly threequarters of students speak English as an additional language, while two-thirds are in
receipt of Pupil Premium funding.
Elizabeth Stanford is the AR co-ordinator at Nightingale, with responsibility for
implementing the programme effectively. “The programme was not difficult to
implement but it was a long process to find how to run the programme effectively in
our Academy. Once we determined how it should be run, it did not take long to get
established.”
“The initial impact of AR was minimal as we had some issues regarding participation
and improvement. However within the last year we have seen great improvements.”
Nightingale joined Renaissance School Partnership (RSP) in order to maximise the
effectiveness of AR and establish it as an Academy-wide programme. “It has been a
great way to gain knowledge about the AR programme and access additional support
from Renaissance Learning.”
“In particular, the data support we receive from the team at Renaissance and the
support we receive from our programme manager with regard to Model Class status
has been invaluable for motivating both staff and students.” Model class status is a
certification standard of recommended best practices with AR. RSP programme
managers work with the AR core team to put the necessary steps in place to achieve
this standard in each class and ultimately across the school.
Average reading age from September 2012 to
February 2014.
Elizabeth notes two key factors in the success of the programme: students are now
given 20 minutes of dedicated time every day for AR, and the programme has been
made a tutor-led subject. This has put AR at the heart of the school, giving staff clear
responsibility for how their tutees are progressing with reading. “Staff buy-in has been
great: because AR is a form-centric session, one specific teacher is now able to take
responsibility for the delivery of AR. Since AR has become a form activity the majority
of tutors are now able to access and use reports and give feedback and support to
students.”
“Most students enjoy that their work is marked immediately and they can receive
instantaneous rewards in the form of AR points. Students are much more enthusiastic
about reading and are much more engaged and interested in their academic progress
as readers.” The average number of points earned per student rose 90% over the year
to the end of the RSP programme, with a 73% increase in the number of books read
per student. This enthusiasm has had an effect on the way students are making use of
the Learning Resource Centre.
Average points earned per student, three halfterms from September to February.
“Students are heavily involved in the LRC at Nightingale,” observes Elizabeth Kerns, the
LRC Manager. “We have more than 20 student helpers before and after school, break
and lunchtimes with 12 students currently on a waiting list to be trained. There are two
class monitors for the issue and return of books for every LRC English lesson in years 7,
8 and 9. We also have an active Student Advisory Committee, which I introduced when
I joined as the LRC Manager in the Autumn that RSP started.”
Renaissance School Partnership case study: Nightingale Academy, north London
“The LRC collection was already well stocked with AR books
following major investment in the AR programme. Gaps in the
book level collection were identified at the beginning of the
Renaissance School Partnership (RSP) programme to meet
the needs of students. We also have introduced a suggestion
box in the LRC and prioritise purchasing new books from
students’ suggestions.”
Elizabeth Stanford notes. Nightingale has undergone an
inspection and received two monitoring visits since joining the programme. Linda remarks that “AR and RSP were
seen as an effective and integral part of the overall Literacy
strategy.” This is reflected in the report from Ofsted, which
highlights the reading programme as a particular strength of
the school:
“Use of the LRC and book circulation have increased because
students are required to have an AR book to read each day.
We require every student in years 7, 8 and 9 to have an AR
book to read each morning and students depend largely
on the LRC for books. Students are expected to get their AR
books from the LRC either during their regular LRC English
Lesson (weekly in year 7 and once every two weeks in years 8
and 9) or to come independently before school, after school,
at break or at lunchtime. The increased use has become
particularly apparent this year with students stopping by the
LRC after school to take out and return books.”
“Students in Years 7 and 8 receive intensive daily practice in
reading. This is helping to develop their skills, improve their
ability and build their confidence.”
The successes being seen across the school with AR are
particularly strong for students receiving Pupil Premium
funding and other additional grants. The gap in attainment
between these students and their peers is reducing,
particularly in reading.
“RSP has proved an effective way to deliver AR to students
and embed it throughout the Academy. It enables the proper
role of the LRC to support teaching and learning and the
curriculum without relying solely on the LRC to deliver AR.”
Staff at Nightingale use the STAR Reading assessment to
gather data on reading attainment and then target
intervention where it is identified as necessary. One
weakness identified before joining RSP was that participation
in AR was low. Linda Stone, Assistant Vice Principal (literacy),
explains how monitoring this measure of engagement in
reading has led to improvements with reading skills.
“Tracking participation has led to 94% averages for the last
two half terms and a significant growth in the average
reading age. In September 2012 our average reading age was
9.04. As of February 2014, it is 10.01.”
“In 2012, the average scores gained in examinations by
students who are supported by extra funds, including those
eligible for free school meals, were below those of students
in other schools. Recent data show that the gap is narrowing
for current students more quickly in English than in
mathematics as a result of extra support to develop literacy,
especially reading.”
To complement the daily reading and quizzing, Nightingale
has a well-developed calendar of reading events and
activities in place that runs alongside AR and RSP. Initiatives
like World Book Day and the Carnegie Medal are given
particular focus in addition to the regular programme of
reading activity across the school. The importance of reading
is reinforced through staff development days and briefings,
while particular successes are highlighted by the Principal.
Displays and the awarding of prizes in assemblies further
embeds reading as a central part of school life. “There are
signs of a culture of reading developing,” Elizabeth Kerns
remarks. “RSP has supported this by enabling students to
access the skills they need to engage as readers.”
“RSP has supported this by providing our Project Manager
with regular updates and lists of students to target. The rise
in reading ages – and knowledge of reading ages - has raised
awareness amongst staff and students of the literacy
demands of the curriculum and the resulting literacy needs of
the students. AR, along with other programmes and a wider
support from the school and the language for learning team,
has made great developments in whole school literacy.”
Read more stories of success at:
renlearn.co.uk/success
At the end of the RSP programme, the number of students
flagged as at risk of not making expected progress had
decreased by 19%.
The additional attention to detail of AR data provided by RSP
has been particularly useful for demonstrating growth for
inspectors. “During our Ofsted visits AR statistics were
invaluable in showing progress,”
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Preparing for OFSTED using Renaissance Place
© Copyright 2014
All logos, designs, and brand names for Renaissance Learning’s products and services, including but not limited to Accelerated Reader, AR, ATOS, Renaissance Home Connect, Renaissance Learning, STAR, STAR
Assessments, STAR Early Literacy and STAR Reading are trademarks of Renaissance Learning, Inc. and its subsidiaries, registered, common law, or pending registration in the United Kingdom, United States and other
countries. All other product and company names should be considered as the property of their respective companies and organisations.
© 2014 by Renaissance Learning UK Ltd. All rights reserved.
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www.renlearn.co.uk